Based on the results of initial observations, student learning outcomes in English subjects are still not optimal. This can be seen from the acquisition of an average student score of 67, which is still below the predetermined KKM of 70. This problem tends to be influenced by the lack of learning motivation that students have during the learning process, which has an impact on learning English outcomes. This research uses mixed methods. There are 2 types of data analysis tests, simple correlation tests, and descriptive analysis. Based on the results of research and discussion, the conclusions of this study are as follows. 1) The learning motivation of the tenth graders of SMAN 2 Sungai Lilin is good. This is evident from the acquisition of an assessment score of 80.21% in English learning motivation, which is in the good category. Thus, students' motivation in learning English has increased and is categorized as "good," because students' motivation must always be improved so that the learning objectives in each teaching and learning activity are achieved optimally. 2) Student learning outcomes in English lessons in this study are only limited to the cognitive and psychomotor domains, which include knowledge, understanding, application, analysis, and synthesis by emphasizing the aspects of knowledge and understanding that are adjusted to the level of development of the research subject students and motor skills and manipulation of materials or objects. 3) The effect of student learning motivation on student learning outcomes in class X SMAN 2 Sungai Lilin based on the calculation results obtained t-count of 0.821 and t-table of 0.320 at 0.50 and dk = (n-2) = (40-2) = 38. Thus, t-count (0.821) > t-table (0.320), then the hypothesis is accepted. This shows that "student learning motivation affects English learning outcomes.
{"title":"The Effect of Learning Motivation on English Learning Outcomes at the State of High School 2 Sungai Lilin","authors":"Muhammad Bambang Purwanto","doi":"10.54213/flip.v1i2.167","DOIUrl":"https://doi.org/10.54213/flip.v1i2.167","url":null,"abstract":"Based on the results of initial observations, student learning outcomes in English subjects are still not optimal. This can be seen from the acquisition of an average student score of 67, which is still below the predetermined KKM of 70. This problem tends to be influenced by the lack of learning motivation that students have during the learning process, which has an impact on learning English outcomes. This research uses mixed methods. There are 2 types of data analysis tests, simple correlation tests, and descriptive analysis. Based on the results of research and discussion, the conclusions of this study are as follows. 1) The learning motivation of the tenth graders of SMAN 2 Sungai Lilin is good. This is evident from the acquisition of an assessment score of 80.21% in English learning motivation, which is in the good category. Thus, students' motivation in learning English has increased and is categorized as \"good,\" because students' motivation must always be improved so that the learning objectives in each teaching and learning activity are achieved optimally. 2) Student learning outcomes in English lessons in this study are only limited to the cognitive and psychomotor domains, which include knowledge, understanding, application, analysis, and synthesis by emphasizing the aspects of knowledge and understanding that are adjusted to the level of development of the research subject students and motor skills and manipulation of materials or objects. 3) The effect of student learning motivation on student learning outcomes in class X SMAN 2 Sungai Lilin based on the calculation results obtained t-count of 0.821 and t-table of 0.320 at 0.50 and dk = (n-2) = (40-2) = 38. Thus, t-count (0.821) > t-table (0.320), then the hypothesis is accepted. This shows that \"student learning motivation affects English learning outcomes.","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131748216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The educational field has shifted from traditional classroom settings primarily using printed learning resources to a technological-based learning system. This study was intended to develop AutoPlay-based media for learning Asking and Giving Suggestions at Senior High School. The purpose of this study is to find out the characteristics of AutoPlay-based media and develop the AutoPlay-based media for learning speaking. This study employed a qualitative approach using the R&D method with ADDIE model. The primary data source for this study comes from journals, articles, books, and others while the secondary data comes from English teachers. The researcher gathered data through a literature review and interviews. The English teacher is a participant in this study. The result shows that there are 12 characteristics of AutoPlay-based media for learning speaking. They are: (1) learning media should combine audio and visual elements, (2) Learning objectives should be clearly stated in the media, (3) Media has a well-defined learning flow, (4) Media provides conclusions, examples, and evaluations for students, (5) Media can motivate students to learn, (6) Use language that students can easy to understand, (7) Materials contents should be consistent with the standard and fundamental competencies and relevant to the Curriculum 2013, (8) The content of the materials should be constantly updated, (9) The content of the materials should be applicable in a variety of contexts, (10) Learning media should be used to present materials in a timely manner while also stimulating students speaking skills, (11) Learning media should focus on the suitability of the speaking materials for students, and (12) Pay attention to aspects of speaking when assessing students' speaking skills. The AutoPlay-based media developed based on 12 characteristics have been found in the need analysis.
{"title":"Developing Autoplay-Based Media for Learning Asking and Giving Suggestions at Senior High School","authors":"Afra Dilla Sausan, Hendi Hidayat","doi":"10.54213/flip.v1i2.172","DOIUrl":"https://doi.org/10.54213/flip.v1i2.172","url":null,"abstract":"The educational field has shifted from traditional classroom settings primarily using printed learning resources to a technological-based learning system. This study was intended to develop AutoPlay-based media for learning Asking and Giving Suggestions at Senior High School. The purpose of this study is to find out the characteristics of AutoPlay-based media and develop the AutoPlay-based media for learning speaking. This study employed a qualitative approach using the R&D method with ADDIE model. The primary data source for this study comes from journals, articles, books, and others while the secondary data comes from English teachers. The researcher gathered data through a literature review and interviews. The English teacher is a participant in this study. The result shows that there are 12 characteristics of AutoPlay-based media for learning speaking. They are: (1) learning media should combine audio and visual elements, (2) Learning objectives should be clearly stated in the media, (3) Media has a well-defined learning flow, (4) Media provides conclusions, examples, and evaluations for students, (5) Media can motivate students to learn, (6) Use language that students can easy to understand, (7) Materials contents should be consistent with the standard and fundamental competencies and relevant to the Curriculum 2013, (8) The content of the materials should be constantly updated, (9) The content of the materials should be applicable in a variety of contexts, (10) Learning media should be used to present materials in a timely manner while also stimulating students speaking skills, (11) Learning media should focus on the suitability of the speaking materials for students, and (12) Pay attention to aspects of speaking when assessing students' speaking skills. The AutoPlay-based media developed based on 12 characteristics have been found in the need analysis.","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116569328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was intended to develop online learning-based lesson plans for teaching speaking in the 21st century. This research using a qualitative approach, purposed to be a research and development (R&D) method with the ADDIE model, involved several steps, analysis phase, design phase, and development phase, including expert judgments. This research uses literature review as the primary data resource and teachers as the secondary data resources—the techniques of this research use literature review and interviews. The participants were English teachers. From the findings of the need analysis, what teachers need in developing a lesson plan consists of presenting all components of a lesson plan, providing both language skills and content, presenting various learning styles, relevant examples, intrinsic motivation, students' potential optimization, considering the difficulty level of material, development level of students, facilitating multicultural and comfortable classroom interaction, Encouraging students to be proactive, creative, and critical learners in online learning, presenting an assessment of learning outcomes in various aspects and techniques. The last is providing constructive feedback on all assignments and assessments. Based on expert judgments, revisions were made to the learning objectives, teaching activities, and assessment sections. This product is applicable to use.
{"title":"Developing Online Learning Based Lesson Plan for Teaching Speaking in 21st Century","authors":"Afiyah Akmaliyah, Hendi Hidayat","doi":"10.54213/flip.v1i2.173","DOIUrl":"https://doi.org/10.54213/flip.v1i2.173","url":null,"abstract":"This study was intended to develop online learning-based lesson plans for teaching speaking in the 21st century. This research using a qualitative approach, purposed to be a research and development (R&D) method with the ADDIE model, involved several steps, analysis phase, design phase, and development phase, including expert judgments. This research uses literature review as the primary data resource and teachers as the secondary data resources—the techniques of this research use literature review and interviews. The participants were English teachers. From the findings of the need analysis, what teachers need in developing a lesson plan consists of presenting all components of a lesson plan, providing both language skills and content, presenting various learning styles, relevant examples, intrinsic motivation, students' potential optimization, considering the difficulty level of material, development level of students, facilitating multicultural and comfortable classroom interaction, Encouraging students to be proactive, creative, and critical learners in online learning, presenting an assessment of learning outcomes in various aspects and techniques. The last is providing constructive feedback on all assignments and assessments. Based on expert judgments, revisions were made to the learning objectives, teaching activities, and assessment sections. This product is applicable to use.","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133320014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The purpose of this study is to investigate at how politeness strategies are used in EFL classroom interactions in a senior high school. This study employed a descriptive qualitative research approach to investigate the teacher and student politeness strategies in their interactions. An English teacher and 35 students took part in this research. This data in this research were taken from the form of utterances containing politeness strategies. The data was provided via a video-recorded 90-minute English class. There were six extracts with three politeness strategies: positive politeness strategy, negative politeness strategy, and bald-on-record method, according to the findings. The teacher was in charge of the exchanges. Furthermore, various characteristics such as age difference, institutional position, authority, and social distance affected politeness strategies used in classroom interactions. Key Words: classroom interaction, politeness, politeness strategy
{"title":"An Analising EFLTeacher’s Politeness Strategies in Classroom Interaction","authors":"A. Rifai","doi":"10.54213/flip.v1i2.176","DOIUrl":"https://doi.org/10.54213/flip.v1i2.176","url":null,"abstract":"ABSTRACT \u0000The purpose of this study is to investigate at how politeness strategies are used in EFL classroom interactions in a senior high school. This study employed a descriptive qualitative research approach to investigate the teacher and student politeness strategies in their interactions. An English teacher and 35 students took part in this research. This data in this research were taken from the form of utterances containing politeness strategies. The data was provided via a video-recorded 90-minute English class. There were six extracts with three politeness strategies: positive politeness strategy, negative politeness strategy, and bald-on-record method, according to the findings. The teacher was in charge of the exchanges. Furthermore, various characteristics such as age difference, institutional position, authority, and social distance affected politeness strategies used in classroom interactions. \u0000Key Words: classroom interaction, politeness, politeness strategy","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131727834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jogja in A Pocket is a book dedicated to foreigners who are visiting Jogja, will visit Jogja in the near future, and/or to anyone who is fascinated with Jogja. It is a bilingual book, written in English and Indonesian. The process of making this book includes a translation process from Indonesian language to English language. This research is an annotated translation in which the researcher as the translator provides detailed explanation to account for her selection of translation equivalents. It also attempts to elaborate the process, particularly the techniques, and the challenges the translator of the book faced during the process stage. The findings show that the process was not very easy since the source texts contained Javanese specific concepts; Javanese is one of the biggest cultures in Indonesia. There were also many translation techniques from Molina and Albir (2002) applied in the process. As a book for foreigners, it is expected to be able to introduce one of the Indonesian’s cultures to world communities through its translation.
{"title":"Jogja in A Pocket: An Annotated Translation","authors":"Ana Humardhiana","doi":"10.54213/flip.v1i2.170","DOIUrl":"https://doi.org/10.54213/flip.v1i2.170","url":null,"abstract":"Jogja in A Pocket is a book dedicated to foreigners who are visiting Jogja, will visit Jogja in the near future, and/or to anyone who is fascinated with Jogja. It is a bilingual book, written in English and Indonesian. The process of making this book includes a translation process from Indonesian language to English language. This research is an annotated translation in which the researcher as the translator provides detailed explanation to account for her selection of translation equivalents. It also attempts to elaborate the process, particularly the techniques, and the challenges the translator of the book faced during the process stage. The findings show that the process was not very easy since the source texts contained Javanese specific concepts; Javanese is one of the biggest cultures in Indonesia. There were also many translation techniques from Molina and Albir (2002) applied in the process. As a book for foreigners, it is expected to be able to introduce one of the Indonesian’s cultures to world communities through its translation.","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125288732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Culture Specific Items (CSIs) have become challenges for translators in transferring one language to another. This research aimed at investigating the types of CSIs and the translation strategies applied by the translation in the translation of Wonogiri guidebook. A qualitative method was used to collect and analyze the data from the guidebook. The study shows that the CSIs found in the guidebook can be classified into 6 main categories: (1) toponyms, (2) anthroponyms, (3) legal systems, (4) food and drink, (5) religious celebration, and (6) local institution. Toponyms are the most categories found (62.5%). The toponyms were categorized further into 7 categories including 1 additional category, given names of plants. Additionally, the study also reveals that the translator mainly used 2 categories of translation strategy, namely preservation and addition. Both strategies indicate that the translator applies foreignization strategies. It implies that the translator attempts to maintain the originality and uniqueness of the CSIs in the target text. It suggests that translators’ decisions to apply certain translation strategies in translating CSIs reflect their discretion regarding their perception of CSIs and consideration on the translation quality.
文化特定项(cultural Specific Items, CSIs)已成为翻译人员在进行语言转换时所面临的挑战。本研究旨在探讨CSIs的类型及其在翻译《武沃格里指南》时所采用的翻译策略。采用定性方法收集和分析指南中的数据。研究表明，指南中发现的csi可分为6大类:(1)地名，(2)拟人地名，(3)法律制度，(4)食品和饮料，(5)宗教庆典，(6)地方机构。地名是发现最多的类别(62.5%)。地名进一步分为7类，其中1类为植物名。此外，研究还发现，译者主要使用了两类翻译策略，即保留和补充。这两种策略都表明了译者运用了异化策略。这意味着译者试图在译文中保持csi的原创性和独特性。这表明，译者在翻译csi时选择一定的翻译策略，反映了他们对csi认知的判断和对翻译质量的考虑。
{"title":"Translating Culture Specific Items: A Study of Translation Strategies in a Guidebook","authors":"L. Ikawati","doi":"10.54213/flip.v1i2.168","DOIUrl":"https://doi.org/10.54213/flip.v1i2.168","url":null,"abstract":"Culture Specific Items (CSIs) have become challenges for translators in transferring one language to another. This research aimed at investigating the types of CSIs and the translation strategies applied by the translation in the translation of Wonogiri guidebook. A qualitative method was used to collect and analyze the data from the guidebook. The study shows that the CSIs found in the guidebook can be classified into 6 main categories: (1) toponyms, (2) anthroponyms, (3) legal systems, (4) food and drink, (5) religious celebration, and (6) local institution. Toponyms are the most categories found (62.5%). The toponyms were categorized further into 7 categories including 1 additional category, given names of plants. Additionally, the study also reveals that the translator mainly used 2 categories of translation strategy, namely preservation and addition. Both strategies indicate that the translator applies foreignization strategies. It implies that the translator attempts to maintain the originality and uniqueness of the CSIs in the target text. It suggests that translators’ decisions to apply certain translation strategies in translating CSIs reflect their discretion regarding their perception of CSIs and consideration on the translation quality.","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127457367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objectives of the research are: (1) to find out whether the students’ skill in writing narrative texts can be improved by using cartoon films. (2) to find out the effectiveness of the teaching and learning process when cartoon films are used in teaching writing narrative texts. The researcher collected the data using qualitative and quantitative data. The improvement of students’ writing skill includes: (1) having an abundance of vocabulary; (2) using correct capitalizations and spelling; (3) making sentences grammatically; (4) developing their ideas into coherent paragraphs. The effectiveness of using cartoon films shown in: (1) motivating students to write; (2) making the lesson more clearly (3) increasing their interest; (4) increasing their attention. The students’ score in pre-test was 61.77, post-test 1 in cycle 1 was 70.6, and post-test 2 in cycle 2 was 74.90. It can be concluded that the use of cartoon films can improve students’ skill in writing narrative text.
{"title":"Cartoon Film Media in Improving Narrative Writing Ability Of 11th Grade Science Students Of SMAN Situraja","authors":"Cece Enjang Kartiwa","doi":"10.54213/flip.v1i2.178","DOIUrl":"https://doi.org/10.54213/flip.v1i2.178","url":null,"abstract":"The objectives of the research are: (1) to find out whether the students’ skill in writing narrative texts can be improved by using cartoon films. (2) to find out the effectiveness of the teaching and learning process when cartoon films are used in teaching writing narrative texts. The researcher collected the data using qualitative and quantitative data. The improvement of students’ writing skill includes: (1) having an abundance of vocabulary; (2) using correct capitalizations and spelling; (3) making sentences grammatically; (4) developing their ideas into coherent paragraphs. The effectiveness of using cartoon films shown in: (1) motivating students to write; (2) making the lesson more clearly (3) increasing their interest; (4) increasing their attention. The students’ score in pre-test was 61.77, post-test 1 in cycle 1 was 70.6, and post-test 2 in cycle 2 was 74.90. It can be concluded that the use of cartoon films can improve students’ skill in writing narrative text.","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130942014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research in general is to improve the quality of learning practices by using a communicative approach to teaching speech. The specific objectives to be achieved from the results of this study are 1). To obtain data on the ability of class X students of SMA Negeri 1 Sukahaji, Majalengka Regency in making speeches before learning by communicative approach. 2) To obtain data on the ability of Class X students of SMA Negeri 1 Sukahaji, Majalengka Regency in making speeches after learning by using a communicative approach. 3). To obtain data on the effectiveness of the use of a communicative approach in teaching speech to Class X students of SMA Negeri 1 Sukahaji, Majalengka Regency. The population in this study was class X SMA Negeri 1 Sukahaji Majalengka Regency with a total sample of 192. Data collection techniques were carried out through library research, pretest, and posttest. Students speaking ability before learning using a communicative approach is low. 61.0 % or more half of them do not yet have the ability to make speeches. The students speaking ability after learning by using a communicative approach there was increased the percentage reaching 72.6% or almost all of them had speeches. The use of an effective communicative approach can improve students’ abilities in teaching speech. The results of the calculation of the product-moment correlation test are known to have r = 0.884 or 88,4 % and based on the interpretation table, the correlation is very strong.
本研究的目的是通过使用交际教学法来提高学习实践的质量。本研究结果的具体目标是:1)获取SMA Negeri 1 Sukahaji, Majalengka Regency的X班学生在学习前用交际法进行演讲的能力数据。2)获取SMA Negeri 1 Sukahaji, Majalengka Regency X班学生在学习后运用交际法进行演讲的能力数据。3)获取关于使用交际法对马亚伦卡摄制的SMA Negeri 1 Sukahaji十班学生进行演讲教学的有效性的数据。本研究总体为X类SMA Negeri 1 Sukahaji Majalengka Regency，总样本192人。数据收集技术通过图书馆研究、前测和后测进行。在使用交际法学习之前，学生的口语能力较低。其中61.0%或一半以上的人还没有演讲的能力。采用交际教学法学习后，学生的口语能力有所提高，达到72.6%，几乎所有学生都有演讲能力。运用有效的交际法可以提高学生的演讲教学能力。积矩相关检验的计算结果已知r = 0.884或88.4%，根据解释表，相关性很强。
{"title":"The Effectiveness of Communicative Approach in Enhancing Students’ Speech at SMA Negeri 1 Sukahaji Majalengka","authors":"Asih Wiarsih","doi":"10.54213/flip.v1i1.159","DOIUrl":"https://doi.org/10.54213/flip.v1i1.159","url":null,"abstract":"The purpose of this research in general is to improve the quality of learning practices by using a communicative approach to teaching speech. The specific objectives to be achieved from the results of this study are 1). To obtain data on the ability of class X students of SMA Negeri 1 Sukahaji, Majalengka Regency in making speeches before learning by communicative approach. 2) To obtain data on the ability of Class X students of SMA Negeri 1 Sukahaji, Majalengka Regency in making speeches after learning by using a communicative approach. 3). To obtain data on the effectiveness of the use of a communicative approach in teaching speech to Class X students of SMA Negeri 1 Sukahaji, Majalengka Regency. The population in this study was class X SMA Negeri 1 Sukahaji Majalengka Regency with a total sample of 192. Data collection techniques were carried out through library research, pretest, and posttest. Students speaking ability before learning using a communicative approach is low. 61.0 % or more half of them do not yet have the ability to make speeches. The students speaking ability after learning by using a communicative approach there was increased the percentage reaching 72.6% or almost all of them had speeches. The use of an effective communicative approach can improve students’ abilities in teaching speech. The results of the calculation of the product-moment correlation test are known to have r = 0.884 or 88,4 % and based on the interpretation table, the correlation is very strong.","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117345646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Speaking is one of important parts in teaching language because it includes one of four basic language skills. That skill is taught to students in order to be able to use English in real communication. The quality of a person's communication depends on the quantity and quality of the use of grammar. Besides being able to understand of grammar, learning motivation is also very important. Students who have high learning motivation are very influential on high speaking ability. Otherwise, students who have low motivation have an effect on low speaking ability. Therefore, those factors are common problems faced by students where the students are not actively engaged in a speaking activity. And that happened to students of class XI at SMAN 1 Losarang and SMAN 1 Kandanghaur, Indramayu district. This problem motivated the researcher to investigate the effect of grammar mastery and learning motivation on students' speaking ability. The subjects in this study were 75 students of class XI. The instrument used was multiple choice with 20 questions for the variable of mastery of grammar and a questionnaire with 30 questions used Scala Likert for the variable of learning motivation. The inference analysis used is descriptive correlational research and multiple linear regression. The results showed that there was a significant effect of mastery of grammar and motivation to learn together on the ability to speak English, this is evidenced by the acquisition of Sig. = 0.000 < 0.05 and F observe = 60,468 . There is a significant effect grammar mastery towards the ability to speak English, this is evidenced by the acquisition of Sig. = 0,04 <0,05 and T observe = 2,089. 3) There is a significant effect of learning motivation towards the ability to speak English, this is evidenced by the acquisition of Sig. 0,000 <0,05 and T observe = 5,586. The study concluded that with students had good mastery of grammar and high learning motivation certainly had a big influence on students' speaking abilities, especially in English.
{"title":"THE EFFECT OF GRAMMAR MASTERY AND LEARNING MOTIVATION ON ENGLISH SPEAKING ABILITY","authors":"Kunah Amrullah","doi":"10.54213/flip.v1i1.121","DOIUrl":"https://doi.org/10.54213/flip.v1i1.121","url":null,"abstract":"Speaking is one of important parts in teaching language because it includes one of four basic language skills. That skill is taught to students in order to be able to use English in real communication. The quality of a person's communication depends on the quantity and quality of the use of grammar. Besides being able to understand of grammar, learning motivation is also very important. Students who have high learning motivation are very influential on high speaking ability. Otherwise, students who have low motivation have an effect on low speaking ability. Therefore, those factors are common problems faced by students where the students are not actively engaged in a speaking activity. And that happened to students of class XI at SMAN 1 Losarang and SMAN 1 Kandanghaur, Indramayu district. This problem motivated the researcher to investigate the effect of grammar mastery and learning motivation on students' speaking ability. The subjects in this study were 75 students of class XI. The instrument used was multiple choice with 20 questions for the variable of mastery of grammar and a questionnaire with 30 questions used Scala Likert for the variable of learning motivation. The inference analysis used is descriptive correlational research and multiple linear regression. The results showed that there was a significant effect of mastery of grammar and motivation to learn together on the ability to speak English, this is evidenced by the acquisition of Sig. = 0.000 < 0.05 and F observe = 60,468 . There is a significant effect grammar mastery towards the ability to speak English, this is evidenced by the acquisition of Sig. = 0,04 <0,05 and T observe = 2,089. 3) There is a significant effect of learning motivation towards the ability to speak English, this is evidenced by the acquisition of Sig. 0,000 <0,05 and T observe = 5,586. The study concluded that with students had good mastery of grammar and high learning motivation certainly had a big influence on students' speaking abilities, especially in English. \u0000 ","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125003401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study investigates students’ perception regarding the role of Smartphones in English language learning at MAN Buntet Pesantren. The researcher applied descriptive qualitative method for this research. The data gathered from interview, online questionnaires and document analysis. The result shows that mobile device that being used mostly is smartphone. In the classroom activities it being used to play music, translating, training speaking and listening, and browsing. Meanwhile, outside the classroom it is being used to conducting distance learning, for delivering materials, and collecting the assignment. The obstacles of implementing MALL are low connectivity, unsupported phone, high cost, risk of distraction, and risk of cheating. The last is students’ perception towards MALL was seen from the ease of use and usefulness of mobile device. In short, they seems to have good perception.
{"title":"STUDENTS’ PERCEPTION TOWARDS THE USE OF SMARTPHONE IN LEARNING ACTIVITIES","authors":"S. Sumadi, Desi Surlitasari Dewi","doi":"10.54213/flip.v1i1.122","DOIUrl":"https://doi.org/10.54213/flip.v1i1.122","url":null,"abstract":"The current study investigates students’ perception regarding the role of Smartphones in English language learning at MAN Buntet Pesantren. The researcher applied descriptive qualitative method for this research. The data gathered from interview, online questionnaires and document analysis. The result shows that mobile device that being used mostly is smartphone. In the classroom activities it being used to play music, translating, training speaking and listening, and browsing. Meanwhile, outside the classroom it is being used to conducting distance learning, for delivering materials, and collecting the assignment. The obstacles of implementing MALL are low connectivity, unsupported phone, high cost, risk of distraction, and risk of cheating. The last is students’ perception towards MALL was seen from the ease of use and usefulness of mobile device. In short, they seems to have good perception.","PeriodicalId":212726,"journal":{"name":"FLIP: Foreign Language Instruction Probe","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126346814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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